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| Author | Bennison, C. | ||||
| Title | Emergency nurses' perceptions of the impact of postgraduate education on their practice in New Zealand | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | NZNO Library | |
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| Keywords | Emergency nursing; Nursing; Education | ||||
| Abstract | ABSTRACT BACKGROUND: Emergency nursing is a specialty concerned with the care of people of all ages, with either perceived or actual unwellness presenting to the emergency department(ED) for assessment, resuscitation, investigation, treatment and review of their illness or injury. Emergency nurses apply specialty knowledge and expertise in the provision, delivery and evaluation of emergency nursing care. Over recent decades social, political and professional changes have affected nursing care delivery and nursing education. In particular the 21st century has witnessed the development of state funded postgraduate nursing education programmes, developing nurses specialty or advanced nursing knowledge, quality patient/client care and nursing practice within the tertiary education system. AIM: The aim of this study is to investigate emergency nurses? perceptions of the impact of postgraduate education on their practice in New Zealand (NZ). METHODS: This study utilises critical social theory as the overarching framework, informed by the writing of Jürgen Habermas (b.1929- ). It is the three phases of Habermas?s practical intent of critical social theory; namely enlightenment, empowerment and emancipation, that this study is concerned with. This descriptive research study employs both quantitative and qualitative methods and is therefore known as mixed-methods research. Data collection took place over 12 weeks, from August to November 2006, using a survey questionnaire obtained with permission from Ms Dianne Pelletier, Sydney, Australia. The sample included 105 emergency nurses from District Health Board (DHB) emergency departments in NZ, 10 respondents from this sample self-selected to be interviewed by telephone. Ethical approval for this study was obtained from the University of Otago Ethics Committee for research involving human participants. Data was analysed using the Statistical Package for Social Sciences (SPSS). RESULTS: Two main themes arose from the thematic analysis; these being positive and negative, these themes were further divided into 10 sub-themes. The results indicate that postgraduate study (PGS) has increased nurses? perception of their knowledge; leadership and understanding on the quality of patient care delivered, increased their academic and research skills and increased their confidence/self-esteem and recognition by their colleagues and team. Therefore the majority of respondents perceive postgraduate education has been an instrument of liberation and a process of empowerment and emancipation. A smaller percentage of respondents perceived that PGS had no effect on various aspects of patient care and another significantly smaller percentage of respondents reported negative results from PGS. This research identified similarities between this study and that of Pelletier and colleagues? (2003; , 2005; , 1998a; , 1998b) Australian study. CONCLUSION: This study adds to the existing literature on postgraduate studies undertaken by nurses. No known study has previously investigated solely emergency nurses?perceptions of the effects of PGS, either nationally or internationally. The results of this study offer enlightening information regarding emergency nurses? perceptions of their PGS within NZ and offers a platform from which other studies may be undertaken. It also has the potential to inform nurses contemplating PGS and educators facilitating these programmes,as well as provide implications for policy development by the Nursing Council of NZ, NZ Universities, DHBs and the Ministry of Health. |
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| Call Number | NRSNZNO @ research @ | Serial | 1291 | ||
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| Author | Brinkman, A.; Wilson-Salt, R.; Walker, L. | ||||
| Title | Education survey report: Implications for practice | Type | Report | ||
| Year | 2008 | Publication | Abbreviated Journal | http://www.nzno.org.nz | |
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| Keywords | Professional development; Professional Competence; Nursing | ||||
| Abstract | Professional development is an ongoing requirement of nurses as a result of the Health Practitioners Competence Assurance Act. The Act?s principal purpose is to protect the health and safety of the public by ensuring health practitioners are fit and competent to practise. This survey was designed to explore the avenues nurses have taken, and would prefer to take, for their professional development. The questionnaire was sent to a random sample of the New Zealand Nurses Organisation's registered and enrolled nurse members. Nurses overwhelmingly favoured professional development in the workplace. More than half the respondents reported a conflict with other time commitments, while a number of respondents wrote of their desire for work-life balance. The cost of fees, ability to take time off work, and time and travelling distance were all hurdles to professional development. Nurses cited information technology, conflict resolution, managing challenging behaviour, and dealing with rostered & rotating shifts as aspects of their current work for which their nursing education (pre and post) had not adequately prepared them. Nurses also indicated that their pre-registration education in health systems and political processes was inadequate for their current work. As nurses aged, their interest in professional development increased, though many still preferred workplace options. The authors conclude that, in order for professional development opportunities to be accessible and relevant, resources and time must be made available. This is vital to achieve ongoing education of nurses and improved patient outcomes. Management support, combined with effective assessment of learning needs guiding professional development opportunities, are fundamental to ensuring nurse competence. | ||||
| Call Number | NZNO @ research @ | Serial | 1329 | ||
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| Author | Brinkman, A. | ||||
| Title | Collating for collaboration: Tertiary education funding structures | Type | Report | ||
| Year | 2008 | Publication | Abbreviated Journal | Available from http://www.nzno.org.nz | |
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| Keywords | Nursing; Education; Policy | ||||
| Abstract | The nursing education environment is complex and varied, and is affected by both the education and health systems. This report backgrounds the funding systems that underwrite the Tertiary Education Commission (TEC) processes. The two primary objectives that have guided this collation are: to stimulate awareness and discussion of the issues around funding nursing education in New Zealand; and to promote understanding of the complex funding structures currently in place in New Zealand by students, nurses, nurse educators and nurse managers. | ||||
| Call Number | NZNO @ research @ | Serial | 1330 | ||
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| Author | Dawson, A.L. | ||||
| Title | Same person different nurse : A study of the relationship between nurse and patient based on the experience of shifting from secondary care to home based nursing | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | Held by Lakes DHB Library (ROM) | |
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| Abstract | A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Nursing. | ||||
| Call Number | NZNO @ research @ | Serial | 1370 | ||
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| Author | Atkin, Rachel | ||||
| Title | Discourses of deficiency: An analysis of the critical care outreach literature | Type | |||
| Year | 2008 | Publication | Abbreviated Journal | http://researcharchive.wintec.ac.nz/1/ | |
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| Abstract | Critical care outreach is part of a new approach to manage all critically ill patients, regardless of where they are located in the hospital. It is the complete process of care that focuses on individual patients needs rather than on beds and buildings. There has been a proliferation of research literature since critical care outreach teams were introduced and subsequently required to provide robust evidence in the form of research to prove the effectiveness of their service. The research conducted by nurses has largely focused on phenomenological inquiry and has utilised methodologies such as questionnaires and interviews. | ||||
| Call Number | NZNO @ research @ | Serial | 1376 | ||
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